國小教師素養導向之數學學科教學知識指標建構之研究 = Construction of the Designing Indicators for the Competence of Mathematics Pedagogical Content Knowledge for Elementary School Teachers

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題名:
國小教師素養導向之數學學科教學知識指標建構之研究 = Construction of the Designing Indicators for the Competence of Mathematics Pedagogical Content Knowledge for Elementary School Teachers
著者: 李貞慧
國立臺南大學教育學系課程與教學博士班.
主題: 素養導向教學數學學科教學知識指標德懷術國小教育; Competence-oriented instruction Mathematics pedagogical content knowledge index Delphi technique Elementary education
描述: 本研究旨在建構「國小教師素養導向之數學學科教學知識指標」，作為職前國小教師師資培訓時、國小教師進行數學領域專業成長時、或課程與教學實踐中檢視教學成效時的一份可依循之參考指引。首先依據文獻探討建立初步指標向度與內容，接著經由10位專家對問卷內容進行審定與修訂，檢視各向度與指標內容的適切性，以建立專家內容效度。又編製成初步德懷術專家問卷，進而透過10位德懷術專家，運用德懷術問卷調查建構出「國小教師素養導向之數學學科教學知識指標」。本研究建構所產生之指標分為「學科知識層面」、「教學實踐層面」和「教學賞識層面」三個主層面；在指標向度方面分為「A-1一般數學知識」、「 A-2專門數學知識」、「A-3眼界數學知識」、「B-1數學內容和課程的知識」、「B-2數學內容和教學的知識」、「B-3數學內容和學生的知識」、「C-1對數學教學的觀感」和「C-2以數學表達觀點」八個次面向；在每個面向內含有數項參考指標，總計有39項指標。本研究建構之「國小教師素養導向之數學學科教學知識指標」具備理論與研究的支持，所做出的分類與指標更加細緻，除針對上述研究結果加以討論，提出建議外，期許作為發展教師在數學教學知識上的指標指引與參考，最後還進一步提出未來研究之建議。
The primary objective of this research was to develop a highly valuable and practical resource that can effectively support pre-service elementary school teacher training. Moreover, it aimed to facilitate the professional development of elementary school teachers specifically in the field of mathematics. Additionally, the research seeked to contribute to the evaluation and assessment of teaching effectiveness in both curriculum design and actual teaching practices. Lastly, the research endeavored to provide a comprehensive teaching guide that can be readily utilized by teachers in their instructional activities. The research commenced with a comprehensive literature review to determine the initial dimensions and contents of the index. Following that, the questionnaire was subjected to a rigorous review and revision process by ten experts to ensure the appropriateness of each dimension and index content, thereby establishing expert content validity. A preliminary Delphi technique expert questionnaire was then formulated based on these revisions and administered to ten Delphi technique experts to gather valid primary data. The indicators generated from this study were divided into three main levels, namely,A- "Subject Knowledge Level," B- "Teaching Practice Level," and C- "Teaching Appreciation Level.";eight sub-dimensions, namely, "A-1: Common Content Knowledge", "A-2: Specialized Content Knowledge", "A-3: Horizon Content Knowledge";"B-1: Knowledge of Content and Curriculum", "B-2: Knowledge of Content and Teaching", "B-3: Knowledge of Content and Students"; "C-1: Perception of Mathematics Teaching", "C-2: Expression of Views in Mathematics.". Each dimension comprises several reference indicators, resulting in a total of 39 indicators.
The Competence-Oriented Mathematical Pedagogical Content Knowledge Index developed in this research was grounded in both theoretical foundations and empirical evidence, ensuring its robustness. It offered a comprehensive and meticulous classification system, along with specific indicators, enabling a thorough assessment of mathematics teaching knowledge. Moreover, the index provided valuable guidelines and references for educators to enhance their teaching practices in the field of mathematics. Finally, the research concluded with insightful recommendations for future research endeavors in this domain.
出版者: 博士論文--國立臺南大學教育學系課程與教學博士班.
建立日期: 2023[民112]
格式: [9],277面 : 圖,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

國小教師素養導向之數學學科教學知識指標建構之研究 = Construction of the Designing Indicators for the Competence of Mathematics Pedagogical Content Knowledge for Elementary School Teachers

李貞慧國立臺南大學教育學系課程與教學博士班. 2023[民112]

正在檢索遠程資料庫，請稍等

國小教師素養導向之數學學科教學知識指標建構之研究 = Construction of the Designing Indicators for the Competence of Mathematics Pedagogical Content Knowledge for Elementary School Teachers

李貞慧 國立臺南大學 教育學系課程與教學博士班. 2023[民112]

正在檢索遠程資料庫，請稍等

李貞慧國立臺南大學教育學系課程與教學博士班. 2023[民112]